Producing a viable graduate program in curriculum requires identification of the audience for the program and determining new areas for professional participation. The program must be flexible enough to meet the individual needs of its participants and must make them capable not only of coping with change but also of using various methodologies to plan and regulate change. A general curriculum component should deal with the principles, procedures, analysis, and organization of curriculum development and with curriculum theory. Important aspects of a curriculum program are components providing familiarity and competence in decision-making; systems analysis; the organization of educational institutions; communication of educational ideas, materials, and resources; educational psychology; and the dynamics of a community. Research experience, intern experience, a dissertation, and competence in a discipline area must also be included. These content dimensions for a graduate program in curriculum must be considered before decisions relating to types of learning experiences and environments can be made. (JH)

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